Anarchism and Anarchist Terrorism

Anarchism was a late 19th-century idea among a number of Europeans, Russians, and Americans that all government should be abolished, and that voluntary cooperation, rather than force, should be societys organizing principle. The word itself comes from a Greek word, anarkos, which means without a chief. The movement had its origins in the search for a way to give industrial working classes a political voice in their societies. By the turn of the 20th century, anarchism was already on the wane, to be replaced by other movements encouraging the rights of dispossessed classes and revolution. Propaganda of the Deed A number of late 19th century thinkers argued that actions, rather than words, were the best way to spread ideas. The concept was adopted by anarchists. For some, it referred to communal violence, while for  others it referenced assassinations and bombings carried out by anarchists. Anarchist Terrorism The late 19th century saw a wave of political violence inspired by anarchist ideas which were subsequently  labeled anarchist terrorism: 1881: the assassination of Russian Tsar Alexander II, by the group Narodnaya Volya1894: the assassination of the French president Marie-Francois Sadi Carnot1894: Bombing of Greenwich Observatory in London1901: the assassination of American president William McKinley in September 1901, by an anarchist, Leon Czolgosz. These assassinations led to fear among governments that there existed a vast international conspiracy of anarchist terrorists. In fact, there never was one. Anarchists Today: No Connection to Religious Terrorism or War on Terror Anarchists themselves argue that they should not be considered terrorists, or associated with terrorism. Their claims are reasonable: for one thing, most anarchists  actually oppose the use of violence to achieve political aims, and for another, violence by anarchists was historically directed at political figures, not civilians, as terrorism is. On a different note, Rick Coolsaet suggests  there is an analogy to be made between the past and the present. Muslims are often regarded now with the same mixture of fear and contempt as workers were in the 19th century. And the jihadi terrorist has the same feelings about America as his anarchist predecessor had about the bourgeoisie: he sees it as the epitome of arrogance and power. Osama bin Laden is a 21st century Ravachol, a living symbol of hatred and resistance for his followers, a bogeyman for the police and intelligence services. Today’s jihadis resemble yesterday’s anarchists: in reality, a myriad of tiny groups; in their own eyes, a vanguard rallying the oppressed masses (5). Saudi Arabia has now taken the role of Italy while 11 September 2001 is the modern version of 24 June 1894, a wake-up call to the international community.The reasons for the rise of terrorism now and anarchism then are the same. Muslims worldwide are united by a sense of unease and crisis. The Arab world seems to be more bitter, more cynical and less creative than it was in the 1980s. There is a growing sense of solidarity with other Muslims, a feeling that Islam itself is in danger. This is fertile ground for a fanatical minority.

The Pursuit Of Happiness - 2173 Words

The Pursuit of Happiness A true basis of what it means to be an American can be thoroughly argued on the grounds of what constitutes an American, is an American born or is an American made. The collective identity of the American populace is the shared characteristics, the same drive, which ultimately results in oneness. The unique American cultural identity is the shared revolutionary nature, which drives Americans toward progressive social changes in the pursuit of personal happiness. The original thirteen colonies faced a rather odd situation in their nascent years. Far enough away from Britain to not completely live under their control, the colonies began to form a new way of defining themselves. Rather than simply being British colonies they wanted to act as a sovereign nation in their own right. Fearful of the colonies gaining too much power the British government implemented a set of Acts, such as the Intolerable Act and Tea Stamp Act, with the intention of them limiting the c olonies freedom and smothering any chance of rebellion. However, the colonist took this as an act of oppression instead and rose above it in order to regain their personal freedoms. They felt that their society had plateaued into mediocrity under the rule of King George as they didn’t have protected rights (The American Pageant, 126-133). In the hopes of ridding the colonies of the British rule war broke out, the crude colonist soldiers fighting against the well-polished British army,Show MoreRelatedThe Pursuit of Happiness760 Words   |  4 PagesThe Pursuit of Happiness Andrew Roberts PSY/220 June 9, 2013 The Pursuit of Happiness The Pursuit of Happiness for one person is different for that of another person. The same goes for those of different cultures. 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They complain about the long shifts or an angry customer they encountered in the drive up this morning. One young woman discusses her daughter’s adventures at kindergarten. ThereRead MorePursuit of Happiness1081 Words   |  5 PagesNà ³i là   7 tià ªu chà ­ nhÆ °ng t là  m luà ´n 1 cà ¡i dà  n à ½ nhà ©. Tà ´i ghi má º ¥y chi tiá º ¿t giá º £i thà ­ch tá » «ng phá º §n cho mn xem Ä‘á »Æ' dá »â€¦ hiá »Æ'u nhà ©. Tuy nhià ªn tá º ¡i cà ³ 1 sá »â€˜ cà ¡i trong sà ¡ch ko cà ³ giá º £i thà ­ch cá » ¥ thá »Æ' nà ªn tà ´i tà ¬m thà ªm trà ªn má º ¡ng ná º ¿u má » i ngÆ °Ã¡ » i thá º ¥y cá º §n bá »â€¢ sung hay cá º ¯t bá »â€ºt gà ¬ thà ƒ ¬ cá » © cmt nhà © :D 7 tià ªu chà ­ gá »â€œm: - Plot - Character (Character vá »â€ºi Plot tui cho luà ´n và  o Overview nhà © ko sá » £ mn lá º ¡i thá º ¯c má º ¯c sao ko Ä‘á » § 7 má » ¥c) - Setting - Point of view - Style- Tone- Language - Themes - Symbolism Cà ²n Ä‘Ã ¢y dà  n à ½. 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Implementing Diversity in the Classroom Free Essays

string(126) " parents highlighting who I am, my experience, what I am expecting from their child, and how they may get in contact with me\." ? Running Header: Culturally Inclusive Classroom Final Reflection on Personal Growth and My Plan for a Culturally Inclusive Classroom Anna Novak July 27, 2009 EDUC 5173. 01 Dr. Gina Anderson Texas Woman’s University Final Reflection on Personal Growth and My Plan for a Culturally Inclusive Classroom When I first began this semester I thought I had a clear definition of what diversity was and what areas it encompassed. We will write a custom essay sample on Implementing Diversity in the Classroom or any similar topic only for you Order Now I believed that the term diversity corresponded with issues of race, religion and ethnicity. However, the discussion board assignments and the detailed chapter readings assigned throughout the semester soon broadened my understanding and notion of exactly what encompasses the term diversity. The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual. This is one of the fundamental concepts I learned from participating in this course. When I first began my journey in this class I had no idea the impact it would have on me and shaping my philosophy as a teacher. I initially considered this a â€Å"breeze† through course, believing that I had a firm understanding of diversity, and how to address it within the classroom. However, I soon learned that there was much I did not know about the levels of diversity, and how hard it would be to create an effective and practical diversity rich classroom. When I began this course and realized that several of my classmates were actual teachers or had some form of teaching experience, I immediately felt as though I was at a sort of disadvantage. I have personally never conducted a classroom, and have no practical experience. However, I soon realized that what I lacked in practical experience, I made up for with personal life experiences. I learned that being a child of military parents and the different locations I had lived throughout my life had given me a unique ability to see view points and issues from completely different perspectives. In fact, I think having never taught a class before presented its own advantages. One of the major ones was that I had the ability to process and assess all of the various ideas and theories that were discussed in depth in this course and apply them to my ever growing â€Å"teaching philosophy. I feel that this course, more so than any of my practical based courses, has allowed me to not only grow professionally, but as an individual as well. I am a better person because of this course, and I think its impact will be extremely beneficial to my future students. Before I discuss how I plan to conduct my own culturally inclusive classroom I feel that there is an important initial step that I as a future educator, and all educators need to take. Through all of our discussions and assigned readings I learned that there are a multitude of different variables involved in creating a cultural classroom and that it is rather easy to get sidetracked or bogged down in subject matter. However, one of the most important aspects I took away from all the readings, and one that I am sure many of us overlook, is the need for self reflection and evaluation, especially in the area concerning our own personal prejudices and beliefs. It is impossible to expect cultural understanding and respect from our students, if we as teachers and role models allow our own limitations are constantly undermining the process ( that whole â€Å"do as I say not as I do† philosophy will not cut it in the classroom). Teachers should mediate cross-cultural adaptations and they can do this only when they come out of their own cultural shell and alter their perception of others. As an educator this key step must first occur before I can even begin to think about creating a culturally inclusive classroom experience. Respecting and Valuing Diversity Throughout my teaching career I hope to instill in my students a sense of appreciation, understanding, and respect for different cultures and backgrounds. I want them to realize that each of them is uniquely different, yet surprisingly similar at the same time. As an educator I want everyone of my students to leave my class feeling a sense of pride for who they are and where they come from, no one should ever be ashamed of their background. However, to aid my students in this I will first need to know more about them, their parents, and their background. When the school year began one of the first things I would have my students do would be to share a little about themselves with the rest of the class. This would be a great way for not only myself to get to know them, but their peers as well. However, it is only fair that I extend the same courtesy to them as well. I would give them a little insight into my own culture and background, as well as some basic information. I would even allow them to ask me several questions pertaining to myself, as long as they do not cross any ethical threshold. So as to build my understanding and knowledge about my students and their background I would give them several forms and information sheets to take home along with their syllabus. One form would be a more form with more detailed questions about themselves, their parents, their concerns, and what they feel is their learning style. The other form will actually be a letter from me to their parents highlighting who I am, my experience, what I am expecting from their child, and how they may get in contact with me. You read "Implementing Diversity in the Classroom" in category "Papers" Attached to this letter will be a form asking the parent or guardian to please set up a time to meet with me personally so we can formally meet and so they can discuss any concerns, issues, or anything else they think I should know. Creating an atmosphere of tolerance, acceptance, and caring would involve the whole class. When cultural differences cause problems it should be addressed as a group. The children need to be aware that it is okay to be different from others. By bringing the differences out in the open, it will open the minds of those students not yet exposed to cultural ifferences. I am a strong believer in a cooperative and open classroom, and I think students benefit form an education that they themselves are actively constructing and participating in. I think opening up a discussion on the first day of class and asking them what topics they wish to learn on top of the set curriculum would be extremely beneficial. Physical Arrangement of Classroom In terms of the overal l look and arrangement of the classroom, I am not particularly set. I believe that the room should be decorated in such a way that it reflects the various cultures of the students . I also believe that it needs to be aesthetically pleasing. This is one of the areas where I feel the students should have some say. While as a history teacher I will need to have maps, and important historical dates and people displayed throughout the classroom, I think allowing the students to choose aspects of their own culture that they wish to have on display would not only help in presenting an open classroom, but would help expose students to different cultures. I know that most classrooms are decorated to reflect the different holidays. However, since some of my students might not celebrate the same holidays, I would opt to set up a â€Å"holidays of the world corner. † Here several different holidays would be depicted, and I would ask to have a student explain the origin and traditions of the holiday, that way all of the class could celebrate. As far as the seating arrangement went, it would vary depending on the lesson. For lecture, media viewing, and exams I would prefer to have a traditional row set up or table setup. However, I strongly believe in group discussion, and I think it is a great way for students to think critically about what they have learned. For these â€Å"round-houses† I would organize the desks in a circular patters. Rosenfield, Lambert, Black (1985) in their research state that â€Å"circles and squares indicate an open, sharing classroom. Students must face one another and cannot hide. Thus ensuring that their input will be heard† (103). However, their will be assigned seating, and when the time comes, assigned groups. Controlling who they sit with will broaden their exposure to different cultures. Additionally, I would utilize the jigsaw cooperative learning style within my classroom. According to Brown and Kysilka (2002) â€Å"students need regular and positive experiences with as many types of diversity as possible. Such experiences, with the guidance of the teacher, will help them to develop the lifelong skills needed to be a proactive citizen in the global society† (p. 17). This method would allow for the greatest exchange of ideas and respect the value of diversity within our classroom. Communication Communication is extremely important when it comes to learning, respecting and valuing cultural diversity. I want my students to know and realize that I fully intend for their parents to be able to participate in their learning experience. Throughout the semester I will provide parents with various newsletters and emails concerning upcoming events, the child’s progress, and how they can be involved. I will also allow both parents and students to set up any individual meetings if they so wish. I also want them to realize that I do care and want to know more about them, and I want them to feel as though they have some input into how the class is ran and organized. Powell and Caseau (2004) argue that in order for students to be successful they need to â€Å"feel that someone cares whether or not they succeed†. Furthermore Teachers need to â€Å"encourage all students to perform to their potential regardless of their culture† (65). However, Communication is not only what is spoken, it is also what is implied with nonverbal communication. I need to be fully aware that different cultures view forms of nonverbal communication such as eye contact, touching, facial gestures, and hand gestures differently. Curriculum One of the great joys of teaching history is that it allows for in-depth discussion and study of several different cultures and people throughout different period of time. Since my subject area is history and while I will be required to spend a great deal of time discussing the classical histories, such as Greece, Rome, England, and such, I would like to supplement my lesson plans with discussions on what other civilizations and cultures were experiencing at the same time, what advances were occurring, and how other cultures directly affected the birth of our own. To allow the students to further their own understanding about different cultures and provide for multicultural study I would like to have my students research a different civilization or culture and report on what was transpiring within their community at a pre chosen time. This will allow students to understand that other cultures and civilizations were still advancing and thriving during the emergence of our own. History is all connected. I also fully intend to introduce the oral history project that I created during this course. This will give students a first hand look at different cultures and will give them a chance to confront their own prejudices. Hopefully this assignment will aid in crumbling the stereotypes these students have concerning other groups, and will allow them to grow personally. Another key to developing a working classroom environment is to understand that a teacher needs to know what it is that they are trying to convey to their students (what they want to teach) and, and how they want to that (how they will teach). Since the times and the technology are advancing teachers need to constantly â€Å"update† their lessons, how they approach the lesson, and even what they know about the material. According to Morrison (2006) becoming an educator literally means becoming â€Å"a life long learner. In theory, the what you want to teach aspect is pretty straightforward, it is the how you teach it that is a little more complicated† ( 143). Not every child learns the same way as everybody. I believe that I need to be conscious of this and develop lessons and activities that present the same information, just in different ways. Instead of using the traditional lecture and note taking method, maybe I should use maps, charts, power point, video, audio, and hands on activities to ensure that each learning style is being addressed. This will ensure that none of my students are left behind. Assessment Assessment is a huge issue in today’s schools. While I agree that teachers need away to determine what level of understanding a student is at, and whether they have retained the information, I feel that there are several different ways to go about assessing. One of the major ways is through exams. While traditional multiple choice and true/false measure retention, I feel that short answer and essay exams help determine what concepts the student actually grasps, and shows different levels of critical and abstract thinking. Thinking (Boud Feletti, 1997). I am also a fan of oral assessment. This is where I call upon a student in class to answer several questions pertaining to the current topic and I evaluate their response. This does not mean that I am always looking for the right answer, or what I perceive to be the right answer. If the student can fluently present their argument and use exerts from the reading or past discussions to support their claim then it must be taken into consideration and it also proves they are fully involved and is advancing. However, I will of course have to explain to my students that the standardized tests are looking for specific answers, and that they will be expected to know the â€Å"traditional† answers for this purpose. Another means of assessment is derived from the culturally inclusive lesson plan I created for this course. This major project, and others like it, are great ways of determining where your students are developmentally and grade level wise. Group projects and other team assignments are also forms of assessment. It is imperative that I utilize various means of assessment to ensure that the different learning styles of my students are addressed, and to ensure that I am not putting one group of students at a greater disadvantage/advantage over another. Conclusion While I am by no means fully prepared to or sure how to make a diversity enriched classroom environment, I do believe that I am on the right path. I know that I want my students to feel safe and secure in my classroom , and feel as though they can express who they really are. I do not want them to feel as though I do not appreciate or care about their culture, and I want them to know that they can speak openly with me with any problems or concerns they have. Lastly, I believe that one of the most important elements of my â€Å"working philosophy† involves simply loving what you do, and having fun while doing it. Approach each day with excitement and energy, this will make the day more enjoyable, and provide for a more welcoming environment. Students will enjoy being in your class and that will be reflected in their work. If you come to school with that excitement it is bound to rub off on someone, and the passion you bring to your subject matter will inspire your students to find the same love for it. References Boud, David Feletti, Grahame. (1997). The Challenge of problem based learning (2nd Ed. ). London, England: Kogan Page limited. Brown, S. C. Kysilka, M. L. (2002). Applying multicultural and global concepts in the classroom and beyond. Boston, MA: Pearson. Morrison, G. S. (2006). Teaching in America (4th ed). Boston MA: Allyn Bacon. Powell, Robert G. Caseau, Dana. (2004). Classroom Communication and Diversity: Enhancing Instructional Practice. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. , Publisher. Rosenfield, Peter, Lambert, Nadine, Black, Allen. (1985). Desk Arrangement effects on pupil classroom behavior. Journal of Educational Psychology, 77(1), 101-108. How to cite Implementing Diversity in the Classroom, Papers

Marketing Communications Industrial Marketing Management

Question: Discuss about the Marketing Communicationsfor Industrial Marketing Management. Answer: My role in the group was based on researching the brand that we were assigned to it. Adnams Southwold was our company of research. For effective communication of our brand to our listeners, I ensured that I had a logo, website information, and promotional materials (Wang and Montaguti, 2002). Additionally, I had to consider I have in mind several factors that could guarantee that our branding emerged the best in the presentation. I made sure that our branding was of quality. Since I am a marketing student, I did more research and reading before I come up with the company and presentation branding. My research included the best factors that could help me have a good branding. A sample of well-done previous branding exercises also helped me to have the best outcome. I used books, articles and scholar journals that offered me with more knowledge based on branding. I also used the research that on lecturer had given us on branding; what is it and best to go about a branding task. It is through this research process that I realized the importance of how to present our branding presentation to fit the requirements of the assignments and that of our viewers. I also recalled the statement of our lecturer telling us the importance of research for the need of better and quality result in every assignment we could do throughout the semester. With the research, I expanded my knowledge and discoveries based on new ideas of branding. I also came through the research surveys on branding and realized the gaps that exist about branding. I noted the deficiencies and implemented them while I was branding the assignment. When I was doing the emotional selling proposition, I had to consider what exactly could improve the selling of the products and services that will bring up a better marketing strategy. I had to understand that the sales potential of the company was based on their interests and what they desire; rather it is connected to the brain setup and what the customers hear concerning the products (Phelps, 2011). I was then able to come up with the best marketing communications that are viable for the company and could improve the quantity of goods and services for selling. I realized that Adnams Southwold did not have best strategies of emotional selling proposition. Therefore, I ensured that the emotional selling proposition was able to promote the process of selling and customers buying from their heart. The community has a greater probability of influencing and affecting the rates of sales in every company. However, Adnams Southwold was not exceptional in this their selling capacity depended on and experienced several barriers that could not allow them to realize the best emotional selling proposition. Furthermore, the number of their female customers out ways their male clients. To have the best results I had to think beyond the reasonable proposition, which could rather affect the results of my emotional selling proposition results. Through the process of working on emotional selling proposition, I realized that limbic system; a part of the brain could govern the emotional part of the customers hence affecting their purchasing value. Finally, I found out that most of the companies pay more attention to dealing with emotional selling proposition to enable them to get the best approaches and procedures of marketing their products to the customers (The strategic role of marketing: Un derstanding why marketing should be central to your business strategy, 1996). For me to design a suitable print of the television advisement for the brand that we were dealing with, I had to consider some factors that lead to better print and advertisement. I had to take and keep my message in mind about my overall results. Having a clear mind of the messages, I had enabled me to have an imperative mind when I was making the print advertisement designs. It allowed me to come up with effective types of print and advert designs. Additionally, I considered using a more updated logo that was appealing to the viewers of the presentation. My choice for the logo enables me to reach the suitable and relevant audience. I consulted the use of the logo in my presentation from various professional in graphic designs to improve print productions. A proper logo use is directly proportional to the choice of colors (Taghian, 2010). Therefore, I had to take my time to select the right color scheme to improve the level of awareness towards the company. Furthermore, I also had to consider my choice for the size of the print advertising designs. To achieve this, I also consulted with the graphic design professionals who guided me on who to carry out the activity. My choice of typography for the logo was based on the viewers and the target audiences (Jain and Punj, 2009). It was essential to choose the best topography that could well fit the desires of the viewers. I decided to use graphics as compared to photos in my advertising design. The design enabled me to achieve the fun and entertainment sector of the presentation. With the utilization of the best measures, I ended up with a print and TV advert that was entertaining to our viewers (Buttle, 2012). Presenting the Emotional Selling Proposition of the brand was my last activity. During my presentation, I had to apply several communication skills to ensure that the viewers were able to understand the intentions of the presentation. I understood that my ability to communicate effectively would offer meme the best process of conveying and receiving messages (Jain and Punj, 2013). I ensured that during my presentation I maintained eye contact with my viewers. Eye contacted granted me the level of confidence that I desired to deliver the information. However, I had to practice before ensuring that in incorporates several communication skills in my presentation. Prior practice enabled me to have much knowledge concerning Emotional Selling Proposition. Moreover, I decided to use the non-verbal communication skills to illustrate the information such as gestures as well as body language. There are the best means of communication to ensure proper delivery of the information involved (Dobni , Dobni, and Luffman, 2001). I also made sure that was audible so that my viewers could not have difficulties in listening to what I had to present. In so doing, I was clear to all the people I was presenting to including my lecture. My presentation earned my group lots of marks. However, we also took our private time to submit the whole document with my team members to ensure that every individual understood the information in the presentation. We were, therefore, able to answer all the questions that arose from our briefing. Training ad practice improves the rate of our success in dealing with the presentation assignment. References Phelps, E. (2011). Marketing planning strategy. Industrial Marketing Management, 10(4), pp.307-309. The strategic role of marketing: Understanding why marketing should be central to your business strategy. (1996). Long Range Planning, 29(3), p.432. Taghian, M. (2010). Marketing planning: Operationalizing the market orientation strategy. Journal of Marketing Management, 26(9-10), pp.825-841. Buttle, F. (2012). The marketing strategy worksheetA practical planning tool. Long Range Planning, 18(4), pp.80-88. Dobni, B., Dobni, D. and Luffman, G. (2001). Behavioral approaches to marketing strategy implementation. Marketing Intelligence Planning, 19(6), pp.400-408. Jain, S. and Punj, G. (2013). Developing Marketing Strategy: A Framework. Marketing Intelligence Planning, 5(1), pp.34-39. Jain, S. and Punj, G. (2009). Developing Marketing Strategy: A Framework. Marketing Intelligence Planning, 5(1), pp.34-39. Wang, Q. and Montaguti, E. (2002). The RD?marketing interface and new product entry strategy. Marketing Intelligence Planning, 20(2), pp.82-85.

Pretend You Dont See Her Essays - Pretend You Dont See Her, Fiction

Pretend You Don't See Her [emailprotected] Title: Pretend You Don't See Her Author: Mary Higgins Clark Number of Pages: 318 Publication Date: 1997 Summary Pretend You Don't See Her is one of my favorite murder mysteries that I have ever read. My favorite part of this novel is that the ending is very unpredictable. This story started out when a real estate agent in New York, Lacy Farrell, who was assigned to a new client, Isabelle Waring. Isabelle's daughter, Heather Landi, had died in the previous year and it was Heather's apartment she decided to put on the market. Isabelle would have never sold it, but her ex-husband, Jimmy Landi, said that it was time for them to move on. Ever since Heather's death in a car accident Isabelle knew that it wasn't an accident. When she was going through Heather's things so they could get the apartment ready to sell she came across her journal. The night before Lacy was supposed to show a potential buyer the apartment Isabelle called her sounding concerned and said that she had proof that her daughter's death wasn't an accident. Lacy didn't want to rush over to the apartment at that late hour, so she to ld Isabelle that she would talk to her in the morning. The morning came and Lacy went over to show the apartment to Curtis Caldwell, the man who was an interested buyer. Later on that evening Lacy decided to go over to the apartment and see what Isabelle was talking about on the phone. When she got there she was frightened by a scream and hid in a downstairs closet. She had the door opened a crack and saw Curtis Caldwell exiting through the front door with Heather's journal in his hands. She ran upstairs and found Isabelle bloody on a bed and she was holding some of the pages of Heather's journal. Her last words were, ?Lacy, give Heather's journal to her father. Only to him.....swear that....only to him.? Lacy didn't know what to do so she hid the journal pages in her briefcase and called the police. The police men came over and asked her everything that she knew and they got a fingerprint off the door handle which belonged to the murderer. His real name was Sandy Savarano, a notori ous hit man. Sandy did everything perfect except for one problem, Lacy Farrell. He knew he had to get rid of her and he thought it was going to be an easy task. He was soon proved wrong when he found out that she was in the witness protection program and not even her own family knew where she was. Before Lacy left she gave a copy of the journal to Jimmy, made a copy for herself, and gave the original to the police. Lacy was placed in Minneapolis and had to start her life all over again with her new name, Alice Carroll. She was so depressed that she just stayed in her apartment all by herself without leaving. Alice then decided that she would try to make her new life better, so she became a member at a gym. She met a man there named Tom Lynch, that ironically knew Heather Landi. Alice decided that she wanted all the information that she could get so that she could get back to her own familiar home. Tom said that he saw Heather on vacation and she seemed very disturbed by the sight of Rick Parker, a real estate agent from New York. Alice was very surprised at what he said because Rick was one of her co-workers in New York. His father ran the agency and Rick only got a job there for that reason. Rick got everything he wanted and more ever since he was a little child. He supposedly tried to get together with Heather and she refused. He became very upset and shot hurtful remarks at her. Every time after that she made it a point to stay away from him. Alice took this information to the police and they didn't believe that he was in on the killings. She was so home sick that she cried almost every night and she couldn't talk to her mom without being on

Times Have Changed Essays - Educational Psychology, Adolescence

Times Have Changed Essays - Educational Psychology, Adolescence Times Have Changed Times have changed dramatically in the past thirty years. The style of living, the sizes of families, and education have all changed dramatically. During the fifties, sixties, and most of the early seventies teenagers were thinking about going off to war or starting a family. Very few teenagers coming out of high school were thinking about college. Slowly as times started to change, more and more people were going off to college. Today at the end of the nineties, very few people do not go off to college. Instead of high school students thinking about starting families or going off to war, they have a bigger decision to make. What college to attend. This decision will affect one's entire life; how they live, where they work, what size family they are going to have, and sometimes whom they will marry. Today, choosing a college is almost one of the biggest decisions one would have to make. The answer to this question will affect them for life. Finding a good job in the workforce is getting more difficult as time goes on. Employers are looking for individuals who are smart and can add something to the company; the competition is fierce. They are no longer accepting teenagers right out of High School. They are looking for people in their mid- twenties with a four-year degree, sometimes even a graduate level degree. Many hypothesize that this is because companies are paying their employees more. Another hypothesis is that they are trying to move forward. These companies are trying to expand on what they already have. There is a race to become the biggest and the best. Therefore, they are looking to college students who are specialized and know about the field. They are willing to pay college graduates a lot of money because they have faith that they will earn it back. During the fifties, sixties, and early seventies companies were happy to be getting anyone. With the wars going on and the protests for peace, most fresh workers were occupied. These companies were willing to pay and train anyone that might have been interested. Their selection was not as great as it is now. The selection of workers today is enormous. Therefore, college students today have to work harder to appear better than the next person. They need to sell themselves on paper. It is hard to do this without a good college name on one's resume. One should keep in mind all that has changed in thirty years. Imagine what can change in four years. The difficulty of getting a job could increase. With that, the amount of people applying for the same job, with the same qualifications can also increase in difficulty. The power of a good education should not be underestimated; in many cases, it means a good future.

HR's Role in a Strategic Acquisition of Wordsmit Retail Booksellers Assignment

HR's Role in a Strategic Acquisition of Wordsmit Retail Booksellers - Assignment Example The organization has 18 bookstores in different parts of the country, such as Tasmania, Western Australia, and the entire Northern Territory. Wordsmith made acquisition of Mainly Books in order to enhance its strong presence in Australia. In addition to this, the organization made acquisition of the mainly Books in order to penetrate the entire Australian market. Mainly Books faced several issues and business losses over the last years due to inadequate human resource management practices. Overstaff and inadequate recruitment process affected the overall business operation process of the organization. In addition to this, Wordsmith retail chain bookseller does not implement aggressive human resource management strategy in the business processes. However, the recent human resource manager of Wordsmith named Gemma is trying to implement a strategic function in the human resource process in order to meet the developed business goals and corporate objectives. The human resource manager i s trying to design a redundancy process in the human resource management of the newly acquired firm. It is clear from the case study that the organization faced high business losses over the past few years. The implementation of the redundancy process can create several legal issues for the organization that need to be considered by Gemma. It is true that the global economic environment is getting affected due to the strong effects of the recent financial crisis and economic recession. Each and every organization has to maintain developed employment laws of the organization. In addition to this, the government of Australia developed several strict employment rules for business organizations. Redundancy and staff cutting can create several legal issues. The employees have their basic right to make a complaint against the employers and the management of the organization against this period1. Gemma is trying to recruit a number of employees despite the issues of overstaffing.  Ã‚  

Exam Case Study Essay Example | Topics and Well Written Essays - 3000 words

Exam Case Study - Essay Example However, skilled employees may not tolerate it because they are mobile and can effectively secure employment elsewhere. The nature of work that the employees are engaged in is equally important. For instance, routine work calls for a different approach from a new or a creative job. Bureaucratic leadership could work well in routine work but fail in jobs requiring creativity. In addition, the environment under which the organization works under is of paramount importance. Organizational environment could be stable or changing, conservative or adventurous. A good leader should therefore be flexible and change leadership styles depending on the type of employees and the prevailing environment (Collins 2008). The type of leadership exhibited by the Zinn Company is exclusively autocratic. The owner of the company commands high level of authority over his employees and team members. In this regard, he is the sole decision maker and does not tolerate opinions, ideas or criticism from the employees. He runs the organization by inculcating fear and dismissing disobedient employees. Therefore, employees dread making suggestions even if they are in the company’s interests. This has resulted to low motivation, which affects their productivity adversely. In addition, he does not offer incentives or rewards to the employees when they attain targets; those who fail to meet targets are laid off at the whim of the owner. Since the owner is also responsible for hiring new employees, nepotism characterizes these appointments. Friendship and favoritism rather than professionalism results in appointment of inefficient employees, who compromise the quality of the company’s products particula rly in the manufacturing department. Though this style would work if applied to illiterate and unskilled employees, it does not yield good results and can lead to high employee turnover,

John Smith, Roger Williams, and Mary Rowlandson present vastly Personal Statement

John Smith, Roger Williams, and Mary Rowlandson present vastly different views of Native Americans. How do you account for the differences - Personal Statement Example â€Å"Sixty or seventy of them, some black, some red, some white, some partly colored, came in a square order, singing and dancing out of the woods with their Okee†43. While having these positive sides, Smith describe them as being barbaric shows the negative aspect of the natives. This view was due to the torture he received from the natives when they imprisoned him. Robert William on the other hand describe native Indians as being industrious and rich for having the desire to trade with them instead of killing them. The difference in how Robert sees the Native Americans can be accounted for by the fact that he was a Christian minister who saw the natives as being equal to the white settlers. This can be seen through his vision of having peace and harmony between the Europeans and the settlers and the Natives who were fighting over land. Mary Rawlandson describes natives Americans as noble savages. This difference in views is seen by the fact that she did not like their lifestyle especially during the early period of her captivity. However, with time she came to admire this for their ability to survive under harsh environments with very limited amounts of resources. In turn she also came to learn how to survive in the environment. This difference in views is also seen by the fact that the natives showed her nobility through appreciating that she was a religious woman and therefore, giving her permission to respect the Sabbath day. â€Å"When Sabbath came they bade me to work but I told them it was the Sabbath day and desire them to let me rest, and I would do more tomorrow† 237. Despite of this, she still considered them as the enemy for capturing holding her hostage that led to the death of her children. In conclusion, it can be seen that the paper accounts the difference in views where John Smith considers them mainly as

How Do Peer Relationships Effect Social Development Young People Essay

How Do Peer Relationships Effect Social Development Young People Essay The purpose of this essay is to evaluate how friendships and social interactions with peers, influence the social development of children. Furthermore, to consider the links between family relationships societal influences and the effects that these have on childrens social development in early life. In addition to understand the complexities of an adults role when supporting childrens social development, in the nursery setting. Research suggests that friendships are fundamental in providing future relationships, which help children cope with the stresses of life; learning to make and keep friends is one of the most important influences in the social development of children Early Excellence for Childhood Development (2009). Establishing relationships with peers is one of the major development tasks of early childhood, and how well they fare at this time, matters not only to the children themselves, but also to their future Shonkoff and Phillips (2000:163). This is in line with Phal (2000) it is not friendships per se that is important but the trust security feelings of self-esteem and of love are important (:148). Childrens friendships with others build upon two individual interactions based on trust respect and security Shaffer (1996:324). Shaffer further suggests that sociability plays a key part in the social development of children and that this depends on the skills children acquire during the first yea rs of life (:325). By the age of two years, children begin enjoy playing with peers, laughing, talking, yet with trial and error; they learn to carry out their social skills (Development Milestones 2006), talking helps children make sense of things, and this puts things into perspective. However, children become protective of their possessions, which results in them not sharing, nevertheless, childrens interactions grow out of egocentric modes of thinking and by being confronted with peers points of view and through peer interactions (Piaget 1932). Even so, children learn ways in which, their cooperation is welcomed, and how they can take part for what they want (Elkin and Handel, 1978). Furthermore, they start imitating their peers at early ages, spending lots of time watching what they do, even though, children between the ages of two to three years, are more likely to be self-centred and are not interested in others feelings. Piaget also states as children get older they learn how to share and take turns, and start to make friends with peers within their social groups, and in social situations (1932:47), such as swimming clubs, dance or football lessons. Equally as children become aware of the world around them, in particular how everything in it relates to them, they learn to make friends, and start communicating with their peers, both within their own age group and older. Children move in peer environments offering opportunities for support, and develop an understanding of others (Piaget 1932:42). Such as befriending younger peers, as some children need help in bridging their differences, in finding ways to learn from and enjoy the company of one another. Additionally, once children learn to empathise with their peers, they will learn how much fun it is to have friendships, and that these may turn into long-lasting relationships. Equally, childrens acceptance by their peers are influenced by factors suc h as, relationships at home including relationships with siblings, childrens own behaviour, relationships with parents and parents own relationships with each other. Families give children their social networks and social support, but children, who construct themselves in relationships with peers and friends, as well as parents, identify the rule of reciprocity and understand that personal and shared resources can have mutual benefits. Research suggests that this is especially true when making friendships. Therefore, children who show negative behaviour towards their peers will find it difficult to make friends. Peer difficulties in the early years are predictors of future problems, such as, feelings of loneliness, aggression anxiety and depression (Shaffer 1996: 326). However, some children differ in their social behaviour such as, individual personalitys temperaments extended family relationships, and cultural environments, which affect their social behaviour, (Rothbart Bates, 1998; Kagan1992). What is right, or effective social behaviour in one culture, may not be in another. Such as eating food with fingers, this is acceptable in some eastern society; however, this is not acceptable in that of western society. Evidence suggests, children enter society at the mercy of others, from the time they are born children have innate responses, these influence their social development outcomes, which will then continue and change throughout their lifespan. Family influences start from the time of conception with genetic makeup provided by parents, such as the colour of hair and eyes, height bone structure and temperament Shaffer (1996:163). However, the mother is the primary caregiver, providing an environment to which the child will grow and mature; she provides the child with nourishment, a safe environment, and the necessary health care for her and her child (Elkin and Handle 1978). Consequently, the mother provides the child with the first smile sound touch taste, and attachment. According to Bowlby (1944) for children to form relationships, they must first learn to develop an attachment with others this will lead children to form bonds and secure attachments with others later in life (:62). Chil dren become dependent on their family to provide clothing food shelter a clean safe environment, support, access to necessary health care and education. Children come to feel loved, valued, and learn to believe in a shared set of values and beliefs The Family Paediatrics Report (2003). Children also receive; care for their dependency and attention for their sociability, however, the kind of care and attention children receive during their early years will affect their management of important issues in later life, such as trust and distrust, Shonkoff and Phillips (2000:265). Therefore, the kind of parenting styles influence childrens social development and childrens characteristics according to Baumrind (1971) children who have authoritative parents tend to be self-reliant self-controlled cooperative socially responsible and keen to achieve, because parents have the power control, and how they direct their children. Children with permissive parents tend to lack confidence in voicing their opinions, are not interested in success and have no direction, as parents have limited control over them, over indulgence and inconsistencies regarding discipline. However, these parents are very loving and affectionate. Authoritarian parents on the other hand, tend to be in control over their children, giving them strict rules but in ways that encourages communication and mutual respect. Whereas Authoritarian parents are more involved, are more responsive sensitive and attentive to their childrens individual needs. However, children whose parents use this parenting style have children that are more likely to be impolite, rebellious and especially in boys socially incompetent. Rejecting-Neglecting parents however, shows an emotionally detached style of parenting with little effort of providing food and clothes for their children, they are uncaring do not watch or support their childrens activities they do not provide structure for the social rules or an understanding of the wo rld they live in, and actively reject their responsibilities to rearing of their children. In addition, they have a combination of low approval and low involvement with little interest in the control of general indifferences to issues autonomy. Therefore, their children tend to be immature in cognitive and social development. However, personality may also influence and affect parents responses to some behaviours showing that parents may not in nature adopt these styles but be forced into them (Johnson and Nohamond-Williams). Although family is an important factor in influencing the social development of children, research suggests that normal family is forever changing Shonkoff and Phillips (2000:263) with increases in divorce, one-parent families stepparents, cohabitation as well as civil partnerships and the growing diversity of values, beliefs ground rules culture, social and economic status. Shonkoff and Phillips (2000:264). However, the fundamentals of family life are to provid e their children with a stable environment for children to learn through the process of socialisation to become acceptable members of society, besides social status recreation, and leisure pursuits. The family has also seen changes in terms of social values, attitudes and structure, such as that within the British Royal family and their conformity to social trends, with three out of the four children now divorced. Studies also show that children of divorced parents are at greater risk of emotional and behavioural problems, including depression The Family paediatrics Report (2003). Such children tend to have social difficulties and more problem relationships with one or, both parents, however, childrens inability to cope without the social support of their families can stem from social strains such as parental mental illness, substance abuse, violence, and divorce, Family Paediatrics Report, (2003). Studies show that parental abusive behaviour results from parents negative interpreta tions of a childs behaviour, poor social skills, and how they cope with stress Goldsmith, (2001:184). Goldsmith (2001) further suggested, stress leads to problems of parents feelings of depression helplessness anger, exhaustion and marital tension. Nevertheless parents who develop better management skills will find it easy to form tactics, solve problems, and amend to change, therefore will have a sense of being in control Goldsmith, (2000:186). However, if the needs within family cannot be fulfilled the fulfilment of those needs can be sought after in the community, by dishonesty such as theft. Research suggests that unemployment and poverty can also affect the social development of children, with unemployment increasing the financial strain on family; this may compromise parent-child relationship by inducing hostility as well as reducing support and love in the home. Therefore, having an impact on the social environment to which the child develops, relating to Brofenbrenners ecolo gical system theory, referring to the multiplicity of social influences that influence on childrens development.

Venice, Italy Essay -- Geography Geographical Papers

Venice, Italy The city of Venice was built on the water; therefore the canals of Venice have always been an important part of the life of Venetians. Venice is a city of 120 small islands with over 400 bridges linking them. The more than 150 canals serve as streets of the city, making it unlike any other city (Kertzer). It is connected to the mainland, which is two and a half miles away by both rail and highway bridge (encyclopedia.com). Venice?s history as well as its state in the present revolves around the water and the canals that serve the city. A Brief History The first settlers to Venice were refuges fleeing the Visigoth and Hun invaders after the fall of Rome (Steves). At this time the islands were uninhibited, muddy, and very small. (Steves) They expanded the tiny islands by creating platforms by shoving pylons into the sea floor and topping them with stone (Simonis). The little streams that the inhabitants kept from silting became the canals that exist today. The first settlers harvested fish and salt, but soon trading began up the river. When Ravenna, the leading trade city, fell the Venetians became the connection between the East and the West. Venice regulated trading between Constantinople (now Istabul), other Italian cities, and northern Africa (Kertzer). These goods included silk, ceramics, and carpets exported from Asia to Europe and iron and wood exported from Europe to Asia (silkroadproject.com). In the sixth century the Lombards attacked and with them came noble families. During this time organization began among the islands with shops, clergy, noble, and a ruler called the Doge. Eventually, all of the island communities decided to merge by building bridges. They also had to shorten the canals and ... ...s, 2001 Kerper, Barrie. "Venice: The Art, Mass Tourism and High Water." Venice. New York: Three Rivers Press, 2002. Rpt. in Venice. Kertzer, David I. "Venice." World Book Encyclopedia. 1993 ed. Vol. 20. 306-308. "The Silk Road: Connecting Cultures, Creating Trust." 36th annual Smithsonain Folklife Festival. Silk Road Project Inc.. 27 Nov. 2003. <http://silkroadproject.org/smithsonian/venice.html>. Simonis, Damien. Venice. Victoria, Australia: Lonely Planet Publications, 2002. Steves, Rick. Venice 2004. Emeryville, CA: Avalon Travel Publishing, 2003. Venice. 2003. Columbia Electronic Encyclopedia . 27 Nov. 2003 <http://www.thehistorychannel.com/perl/print_book.pl?ID=11 8895>. "Venice- History." Columbia Encyclopedia. 6th ed. 2003. 27 Nov. 2003<http://www.encyclopedia.com/html/section/ venice_history.asp>. Venice, Italy Essay -- Geography Geographical Papers Venice, Italy The city of Venice was built on the water; therefore the canals of Venice have always been an important part of the life of Venetians. Venice is a city of 120 small islands with over 400 bridges linking them. The more than 150 canals serve as streets of the city, making it unlike any other city (Kertzer). It is connected to the mainland, which is two and a half miles away by both rail and highway bridge (encyclopedia.com). Venice?s history as well as its state in the present revolves around the water and the canals that serve the city. A Brief History The first settlers to Venice were refuges fleeing the Visigoth and Hun invaders after the fall of Rome (Steves). At this time the islands were uninhibited, muddy, and very small. (Steves) They expanded the tiny islands by creating platforms by shoving pylons into the sea floor and topping them with stone (Simonis). The little streams that the inhabitants kept from silting became the canals that exist today. The first settlers harvested fish and salt, but soon trading began up the river. When Ravenna, the leading trade city, fell the Venetians became the connection between the East and the West. Venice regulated trading between Constantinople (now Istabul), other Italian cities, and northern Africa (Kertzer). These goods included silk, ceramics, and carpets exported from Asia to Europe and iron and wood exported from Europe to Asia (silkroadproject.com). In the sixth century the Lombards attacked and with them came noble families. During this time organization began among the islands with shops, clergy, noble, and a ruler called the Doge. Eventually, all of the island communities decided to merge by building bridges. They also had to shorten the canals and ... ...s, 2001 Kerper, Barrie. "Venice: The Art, Mass Tourism and High Water." Venice. New York: Three Rivers Press, 2002. Rpt. in Venice. Kertzer, David I. "Venice." World Book Encyclopedia. 1993 ed. Vol. 20. 306-308. "The Silk Road: Connecting Cultures, Creating Trust." 36th annual Smithsonain Folklife Festival. Silk Road Project Inc.. 27 Nov. 2003. <http://silkroadproject.org/smithsonian/venice.html>. Simonis, Damien. Venice. Victoria, Australia: Lonely Planet Publications, 2002. Steves, Rick. Venice 2004. Emeryville, CA: Avalon Travel Publishing, 2003. Venice. 2003. Columbia Electronic Encyclopedia . 27 Nov. 2003 <http://www.thehistorychannel.com/perl/print_book.pl?ID=11 8895>. "Venice- History." Columbia Encyclopedia. 6th ed. 2003. 27 Nov. 2003<http://www.encyclopedia.com/html/section/ venice_history.asp>.

The Federal Reserve

The U. S. Federal Reserve System ECO/372 Sundeep Jain The U. S. Federal Reserve System The Federal Reserve System was founded by Congress in 1913. It was created to be the central banking system of the U. S. The Federal Reserve is designed as the superior monetary financial system of our country. The role of the Federal Reserve and its influence on the countries’ banking system has increased. The Federal Reserve System of the United States is what makes the financial wheel move. The Federal Reserve System is also known as the Central Bank of the United States.The Great Depression forced an overhaul of the state of the Federal Reserve System at that time. During the depression, many banks closed its doors and aslo many companies failed due to bankruptcy. Consequently, the unemployment rate increased to levels unheard of. The Federal Reserve System monitors and controls the banking system of the United States. One of its major responsibilities of the Reserve System is to maintai n the stability of the financial system and offers financial assistance to the countries’ banking institutions.Another responsibility is to oversee the economic stability of employment within the nations’ interests. Another responsibility of the Federal Reserve System of the United States is to stabilize the price of goods and services. The Federal Reserve System is responsible for overseeing and supervising the financial institutions operating within the United States territorial jurisdiction. In addition, the Federal Reserve System is responsible for conducting research to maintain the current state of economy and help keep it running.While it carries out its responsibilities, the Federal Reserve is independent of the main government body and is not involved with the governments’ day-to- day operations. Members of the board are appointed by the President. Also, any profits the Federal Reserve makes in revenue, are returned to the United States Treasury. The Fe deral Reserve was created to be protected from short-run political and economic pressures. The Reserve System operates on its own revenues and not money appropriated by Congress. The earnings come from interest earned from its portfolio and from money received for services provided to financial institutions.The Federal Reserve System is located in our nations’ capital, Washington D. C. It is the Overruling financial power of the U. S. The FED has the sole power to regulate all related policy. This includes things such as fixed income rates, and then deciding factors of the supply of money. The Federal Reserve System is comprised of twelve Federal Banks scattered throughout the country. Each Bank is given sole power over all commercial banks in its area. These banks oversee that all banks in its district comply with any and all rules and regulations.

Developing Coaching Skills

Developing Coaching Skills Introduction Coaching can be described as the art of developing the performance, learning and development of another person. It involves unlocking the capabilities of another person in order for him to improve his performance. It bridges the gap between, about performing and performing a certain activity.Advertising We will write a custom assessment sample on Developing Coaching Skills specifically for you for only $16.05 $11/page Learn More It is about performing a certain activity through assistance from another person with the experience of that activity who will challenge and offer guidance. It is a continuous operation where the coaches stays with the client, and guides him or her in acquiring new skills and achieves the set goals. It is about achieving goals, and assisting clients on the way of solving problems. It can be described as the structured process management focusing in goals and objectives (Lawson and Miller 57). Developing coaching skills i n the work place Coaching is a leadership style where managers motivate employees to achieve their goals. Managers and leaders use coaching technique to motivate workers and generate better performance. Leaders with appropriate coaching skills usually motivate workers which lead to increased productivity. It is a leadership style which suit many workers in different circumstances. Developing coaching skills in the work place involves improving leadership in the organization through talent management and leadership development. There are two different styles of coaching, which can be developed, directive coaching and non-directive coaching styles. Directive coaching focuses on a certain skill for the employee, to be developed into a higher level. This involves developing a specific skill to achieve a specific objective in a certain period of time. For instance, the managers may coach workers on the performance appraisal technique which requires specific skills. After the coaching pro cess, the workers are able to transfer the knowledge to the customers (Lawson and Miller 72). Non directive coaching occurs usually on a daily basis, where employees are informed about rules and regulations by the human resources department. This involves human resource department answering questions raised by the employees.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Coaching plays a key role in enhancing the overall employee’s competencies. This helps in achieving the organization’s goals and development of individual knowledge and skill. Coaching helps the employees of an organization to have appositive attitude towards their work, and this leads to achievement targets and objectives. It also helps them to discuss how coaching can be used to achieve overall goals, and objectives of an organization. It helps the managers to establish a training plan for de veloping skills, and knowledge of the workers in order, to achieve the organization’s objectives. Coaching human resource professionals involve classroom based programs that provide coaching skills for managers and senior executives. Coaching workshops helps in developing coaching skills to the general audience; it may also target internal coaches in the human resource department. Most organizations develop coaching skills to achieve awareness, responsibility and self belief of the employees. Development of coaching skills in the work place helps in equipping line managers with coaching expertise. This leads to broadening of their leadership abilities and their performance, which improves the overall performance of the organization (Stoltzfus 137). Development of coaching can be achieved in a couple of days, but it takes sometimes to perfect the art of coaching. Developing coaching skills should take sometime in order to review success and learn from tough activities. It shou ld also include a lot of practice as practice makes perfect. Development of coaching skills should involve several line managers, who will support each other support in the process. The organization should ensure that the development of coaching skills is in line with the company’s priorities. The objectives of coaching should also be relevant to the individual needs of the employees. The human resource department should be involved in the early stages of coaching development. This helps in defining goals and objectives of coaching. Human resources department may also want to integrate development of coaching skills with other activities. In the process of developing coaching skills, the organization should set goals, determines the progress before after development (Kimsey 125).Advertising We will write a custom assessment sample on Developing Coaching Skills specifically for you for only $16.05 $11/page Learn More Development programme should be de signed to meet the needs, and circumstance of the team. The first thing is to identify the problem in the organization that coaching skills will help solve. After identify the challenge, determine the managers who can help in developing coaching skills. Depending on the size of the organization, all the managers may be involved at once. If all managers cannot be involved at once, then the senior managers should start. After establishing, the managers to be involved meet with the designers of the programme, and design the programme, which meets the needs of the workers (Williams 215). Using coaching style to improve performance in the workplace Coaching is a leadership style used by managers, to improve performance in the work place, and to achieve the organization’s objectives. Coaching technique is usually applied by the line manager who is the coach. The worker or the employee being coached is the coachee. The line managers have a direct relationship with the coachee and un derstand each other in the coaching lessons. He sets targets, goals and objectives to be attained by the coachee. The line manager will evaluate the progress of the coachee in the coaching sessions and appraise success. The coach will fast track on all the targets, and objectives set by the both parties. The line manager also evaluates the annual performance management system. The line manager may also decide not to have a direct relation with the employee (Beth 215). In this case, the line manager will set defined targets and objectives. There will be official communication between the coach and the employee. The line manager will establish the training needs and enhance knowledge and skills to the worker. He will also set a time frame for the employee to meet the specific objectives. The coach may decide to adopt several models to enhance the coaching style. For example, GROW model (I), which enhances, the coach and the worker to have a better understanding about a problem and fin ding solutions to such a problem (Kimsey 135).Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Co-active coaching is where there is active participation in the coaching process between the coach and the client. Behavioral coaching may also be applied; in this case focus is to the behavior of the client rather than his inner goals and motivation. Developmental coaching identifies stages of development, and the coaching depends on the development stage of a person. This is an assumption that behavior is learnt, and it can be improved or changed. The coach may also apply some coaching techniques to improve performance in the work place. For example defining and communicating the organization values. This is a communication technique which starts from the top management, and goes down to all workers. This ensures that all workers uphold general values and adhere to the important values of the organization. He should have excellent communication skills to, communicate to employees, and answer all their questions. The manager may also use the transparent communication technique. Th is involves engagement of employees in managerial activities. It is necessary for the manager to apply this technique as it implies trust, which will improve the overall performance of the organization (Beth 225). Implementing coaching in an organization Organizations willing to implement successful coaching need to consider the most fundamental objectives of managers. Important objectives, such as enhanced leadership skills, and self awareness should be considered. There are several ways in which coaching can be implemented in the work place. Personal coaching, this is where senior managers have an external coach. In this case, an individual may listen directly to the coach and learn skills and knowledge to improve performance. He may also discuss the coaching session with the coach and evaluate the benefits of coaching. The person can also enhance communication, and present skills through directly negotiating with the coach. This will help the person to communicate the skills bett er to the end user. Organizational coaching involves group of managers who work collectively within one coach. This may be implemented through the establishment of a competency development framework (Stoltzfus 142). The frame work will enhance staff development through coaching. Coaching may also be implemented through improving the overall performance management system. In this case, a system is put in place, to monitor the overall performance of the organization. The system will enhance achievement of the overall organization achievement. It can also be implemented through creating the performance management culture among employees in the organization. This will enable employees to have a positive attitude towards achieving organization objectives. Coaching may also be implemented through peer coaching. This is where employees at the same organizational level coach each other. It is developed within programs in management institutes and then applied in organizations. It helps in d eveloping a group of associates, who work interdependently to solve professional problems (Stoltzfus 147). Organizations may also use different approaches to implement coaching in the work place. For instance, succession planning, this involves introducing the succession planning process to the top management. The top management will communicate about the plan to all the other employees. The establishment of a work force to ensure that the plan is agreed. The line manager and the training department provide a report to the work force to ensure the plan is implemented as per the agreement (Whitmore 167). Conclusion Coaching is an art because it requires high levels of inner awareness and external commitment. It is also a science as it involves understanding of the human mind. It involves unlocking the capabilities of another person to optimize his or her own potential. It bridges the gap between thinking about doing something and doing it. It involves performing a certain activity th rough the assistance of another person. Today, coaching is a leadership style used by managers, to enhance achievement of organization objectives by employees. Coaches work with leaders and managers, to develop leadership skills and encourage them to lead by example. Coaching is developed in the work place, to help improve the performance of employees. This leads to the overall organization performance improvement. Coaching for skills helps the managers to acquire specific skills over a period of several months. Coaching for performance helps the manager to be effective in his current position. Coaching for development helps in enhancing the manager’s competency. Finally, coaching for the executive agenda is concerned with issues surrounding the manager such as company downsizing (Stoltzfus 152). Beth, Mary. Executive coaching with backbone and heart. Chicago: Jossey-Bass, 2007.Print. Kimsey, Karen. Co-active coaching:Changing business. London: Nicholas Brealey Publishing, 2 011.Print. Lawson, Karen and Karen Miller. Improved workplace performance through coaching.  Chicago: Amer Media Inc, 2006.Print Stoltzfus, Tony. Leadership coaching. Chicago: BookSurge Publishing, 2005.Print. Whitmore, John. Coaching for performance. New York: Nicholas Brealey, 2009.Print. Williams, Patrick. Becoming a professional life coach. New York: W.W.Norton Company, 2007.Print.

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Send this Essays Send this Essay Send this Essay As we mark the four-year anniversary of the American-led invasion of Iraq, we must consider all the evidence before us and come to an educated conclusion as to the best course of action for America to pursue.   I believe strongly that America must withdraw from Iraq.   This paper will outline the many factors that I believe lead to this conclusion.It is not overly pessimistic to focus on the reasons for going to war with Iraq, because understand the beginning of a story can better illuminate its most ideal conclusion.   The actual reason for invading Iraq, however, is something that historians will attempt to articulate for decades to come.   Different people have very different perceptions of why we invaded Iraq, but all of the reasons start at a common point: 9/11.We know, as a matter of widely-accepted fact, that Saddam Hussein and his government played absolutely no role in the 9/11 attacks.   We know this.   We also know, however, that if it w ere not for 9/11, we would not have invaded Iraq.   How do we account for this discrepancy? There was no causality; Iraq did not cause 9/11.   There was, however, some sort of correlation, which held that Iraq had something, something to do with the terrorist threat as it was manifested by al-Qaeda on 9/11.The Bush Administration attempted to illustrate this alleged correlation by saying that Saddam Hussein was a terrorist.   Since the people who attacked us were also terrorists, they were somehow related.   In terms of evidence that Saddam Hussein had been involved in specific acts of terrorism against the United States, however, there simply was none.There was also the fact that Saddam Hussein was a secular dictator who had spent most of his career torturing and killing religious radicals and Islamist terrorists of the sort that attacked America on 9/11.   America and Saddam Hussein had a common enemy in radical Islamists.   That is why America supported Saddam Hussein for many years.In addition, it was alleged that Saddam had stockpiled vast quantities of chemical and biological weapons (WMD) since 1998, when United Nations weapons inspectors had left Iraq.   Again, however, there was no hard evidence of these assertions, only rumors and an understandable lack of trust in Saddam Hussein’s word.The case for war held that after 9/11, we must overthrow Saddam Hussein before he gives his WMD to terrorists.   The flaw with this case was that Saddam had nothing to do with 9/11, there was no evidence of his cooperating with Islamist terrorists targeting America, and there was no evidence that he had WMD.So, in terms of the threat that Iraq posed to the United States, the only case that existed rested on huge leaps of faith and logic.   The second component to the case for war was that Saddam must be overthrown due to his brutality to the Iraqi people and due to the lack of democracy in the Middle East.   It was assumed that a lack of dem ocracy caused terrorism.   Unlike the case for WMD or ties to 9/11, this case was very easy for the American government to make.   No reasonable person could deny that Saddam Hussein was one of the most murderous leaders of the late 20th century, a sadist and a thug who belonged in a prison rather than a presidential palace.This, in part, is how America got sucked into this war.   Even if one did not believe all of the president’s assertions about the threat that Saddam Hussein posed to the United States, the idea of overthrowing this mass murderer was very appealing to most Americans.   The problem was that there was very little attention paid to the job that America would have in Iraq after Saddam was overthrown.Broadly speaking, the reasons given for war were the destruction of WMD stockpiles, the crushing of alleged terrorist groups in Iraq, the overthrow of Saddam Hussein, and the democratization of Iraq.   With these goals in mind, we will assess how the Unite d States has fared at each one and what the best course of action going forward should be.As we discovered after invading Iraq, Saddam Hussein had actually destroyed his WMD stockpiles in 1991.   This should be a major cause of embarrassment and concern for America’s intelligence agencies, but it can also serve as a relief to us in some sense.   The WMD threat is gone.   Saddam destroyed that threat himself twelve years before we invaded to do it for him.   Mission accomplished.As for overthrowing Saddam Hussein, that also has been achieved.   Saddam Hussein has been overthrown, captured, and tried and executed by his countrymen.   By definition, whatever threat Saddam Hussein may have posed to the United States in now gone.   So, again, mission accomplished.   If our only goals in Iraq were the limited and pragmatic ones of removing Saddam and his weapons, we could have declared victory and withdrawn from Iraq years ago.   We have other goals, however.   Reference to the brief list above tells us that the two outstanding tasks in Iraq are democratizing the country and riding it of terrorists.We must weigh whether we should stay in Iraq against the possibilities of achieving these final two goals and the costs this will entail.   I believe that, for a variety of reasons, the costs involved in pursuit of these goals are far too great and uncertain to justify keeping the American military in Iraq.We know that the number of Islamist terrorists in Iraq has increased exponentially since the American invasion.   In four years, the American military has not been able to destroy or significantly weaken these groups.   The most well-known Islamist terrorist group in Iraq is Al-Qaeda in Mesopotamia, which did not exist prior to the American invasion.The fact that the invasion of Iraq created far more terrorists than it destroyed is not a reason to leave Iraq.   However, the fact that the American military has not been able to defeat th ese groups in four years of warfare makes it appear very unlikely that the American military has the solution to this problem.While the Islamist terrorist groups and the remnants of Saddam Hussein’s regime have killed thousands of American soldiers, most violence in Iraq is carried out by Iraqis on other Iraqis.   In other words, the war in Iraq is not primarily a war between terrorists and Americans; it is primarily a civil war between Iraqis.   In order to form a rational policy, Americans must understand that they are not at the center of this conflict; they are merely a side component to an Iraqi civil war.The rise of terrorist groups is directly related to the failure of democracy in Iraq.   After Saddam’s dictatorship was crushed, Iraq was opened to a flood of people and ideas, many of whom were hostile to the United States and to the idea of a democratic Iraq.   Again, the resistance to a democratic Iraq is not primarily driven by anti-Americanism; it is primarily driven by local factors.Iraq, like all Arab countries, was historically dominated by Sunni Muslims.   Since Iraq is the only major Arab state with a Shi’ite Muslim majority, a democratic Iraq by definition means an Iraq dominated by Shi’ites.   Many powerful forces in the Arab world, including most of Iraq’s neighbors, reject the idea of a Shi’ite-dominated Arab state.   This resistance does not revolve around anti-Americanism; it revolves around a split between Sunni and Shi’ite Muslims that evolved a millennium before the United States existed.My goal here is to illustrate that the problems plaguing Iraq are local problems, with roots and causes stretching back centuries, that the United States neither created nor can hope to control.   Overthrowing a government and disarming a country are tasks that the American military can accomplish.   They did so swiftly and surely in 2003.   Changing the hearts and minds of millions o f Iraqis and convincing them to live peacefully together in a democratic state that is friendly to American interests is not a task for the American military; it is a task for the Iraqi people, or for nobody at all.Since our own military and political leaders have acknowledged that there is no military solution to the problem in Iraq, the American military presence there simply incurs escalating costs with little or no prospect of reward.   We will now examine those costs and see how they point to the logic of withdrawal.In terms of the human costs, we know with great precision what the toll has been on the American side.   Approximately 3,200 Americans have died, with about 24,000 wounded.   The Iraqi toll is harder to gauge and depends in large part on how the numbers are extrapolated.   There is no doubt, however, that the toll of Iraqi dead is at the very least ten times the American toll, and in all probability far, far greater.There are two considerations to bear in mi nd with these figures.   Firstly, while 3,200 military deaths is quite few compared to other American wars, it is far too many when one takes into account the most likely reward for these sacrifices.   In other words, when the point of the sacrifice is convoluted and ambiguous, the losses carry far more weight than they do when the goals are clear and the cause is just.Secondly, the scores of thousands of Iraqis who have been killed must weigh on the conscience of the United States.   While most of these Iraqis may have been killed by their own countrymen rather than the American military, the American military created the power vacuum that allowed violence to explode throughout Iraq.   Most of the Iraqi dead are not America’s enemies killed by America’s military; they are innocent people who the American military has for years been unable to protect.The financial cost has also been astronomical.   Unlike the Gulf War of 1990-91, American did not have many al lies when it invaded Iraq, so it has paid for the war itself.   To make matters worse, it has paid for the war with borrowed money, passing the bill on to future generations of Americans.   As the direct costs approach half a trillion dollars, one is awed by the fact that officials in the Defense Department speculated before the war that it would pay for itself via Iraqi oil sales.   Again, as with the human cost, the issue is not so much the figures as it is the gain.   What have we gained with our $500 billion investment?American reconstruction efforts have failed on a variety of levels.   One of the most important factors in winning the trust of an occupied population is to provide them with the everyday necessities and utilities needed to go about their lives.   Since the American invasion, oil output and electricity levels in urban centers are lower than they were under Saddam Hussein.   Unemployment is also rampant.   This is not to argue that America should no t try to fix the electricity; it is to argue that, after four years, why should we expect that they will suddenly be able to?As it became clear that the WMD stockpiles did not exist and that Saddam Hussein was permanently out of power, the original justifications for the war seemed to be evaporating.   Many came to feel that the WMD argument had been deliberately distorted; they felt they had been lied to.   For many Americans, however, there remained one satisfaction that it seemed impossible to reverse.   Whatever the mistakes made, the new Iraq could not possible be a worse place to live for Iraqi people than Saddam’s Iraq.   As we examine the costs that the Iraqis are paying, however, we can no longer be assured even of this.As noted above, Iraqis have less electricity now than under Saddam.   They are exporting less oil.   Under Saddam Hussein, the government had a monopoly on violence, which it used to brutalize and terrorize its own people.   However, the re was some semblance of order; one could walk down the street in Baghdad and not fear being blown up or beheaded while they shopped for groceries.   Now, although the brutal government is gone, Iraq is the most dangerous place on earth for the people who must live there.If there were no WMD, if Saddam is dead, if we have not improved the living standards or security of normal Iraqis in four years, and if Iraq is now engulfed in a civil war between Sunni and Shi’ite Muslims, why is the American military still in Iraq?   The administration holds that the democratically elected Iraqi government must be defended against terrorists, but this is to vastly oversimplify the nature of the problem and America’s ability to influence events.The elected Iraqi government is dominated by Shi’ite Muslims but, as noted above, the minority Sunni Muslims largely refuse to accept their legitimacy.   To most Iraqis, the civil war is not about democracy versus terrorism.   I t is about Sunni versus Shi’ite domination.   By supporting the Iraqi government, the United States is effectively siding with the Shi’ites against the Sunni in Iraq’s civil war.There are several dangers to this course of action.   Firstly, the American military should not be used to intervene directly in foreign nations’ civil wars.   This was one of the lessons of Vietnam.   Secondly, by siding with the Shi’ites, the Americans anger many of its traditional Sunni allies.   Thirdly, we have every reason to believe that the Shi’ites of Iraq are far more loyal to Iran than to the United States.   This should not surprise us, but it should make us pause before supporting them blindly.The administration insists on referring to Iraq as the central front of the war on terror.   When doubt is cast on this assertion, officials point out that Osama bin Laden himself has made this claim.   This approach is damaging for several reasons.    Firstly, we should not allow Osama bin Laden to dictate the context of our actions and thereby create a paradigm whereby leaving Iraq means surrendering in the war on terror.   Secondly, it ignores the fact that the American invasion made Iraq a nexus of international terror groups.   Thirdly, it is incredibly dismissive and contemptuous towards the Iraqi people.If this war, called Operation Iraqi Freedom, is really about what’s best for the Iraqi people, then America has made a grave error.   Certain politicians may claim that it is better to fight the enemy in Baghdad than in New York, but what does this mean for Iraqis and other Arabs and Muslims, whose hearts and minds we must win in order to win this war?   The American invasion caused the implosion of the Iraqi state, the opening of its borders, and a flood of literally hundreds and hundreds of suicide bombers into Iraq.   If part of our â€Å"war on terror† involves creating a magnet for terrorist s in other peoples’ countries, is this really in our best interest?   Do we decrease terrorism by drawing the terrorists into the neighborhoods of people we claim to be â€Å"liberating†?   The American invasion and occupation has made Iraq a haven for terrorists; does this decrease or increase the chances that Iraqi-based terrorist will attack the United States?The American war in Iraq must be stopped on behalf of two constituencies: the American people and the Iraqi people.   Both have been the losers in this war.   America lost the trust of many long-time allies, the moral high ground in the war on terror, hundreds of billions of dollars, massive amounts of military equipment, thousands of men and women, and a great deal of prestige and respect.The Iraqi people undoubtedly gained something, in that they are now free from the tyranny of Saddam Hussein.   However, they have subsequently lost much more.   Their standard of living has not improved noticeably , their capital city is the most dangerous in the world, and their society is being torn apart by civil war.If this war is costing the American and Iraqi people so much with so little gain, it must be ended.   The aftermath of an American withdrawal would surely lead to more chaos and bloodshed in Iraq.   The only point is staying, however, is if America can positively guide the conflict to a resolution.   Unfortunately, we have four years worth of evidence that suggests that Iraq’s problems are far beyond the capabilities of America to fix.   Indeed, they may even be beyond the capabilities of Iraq itself.

Susan Smith Murderer Research Paper Example | Topics and Well Written Essays - 1000 words

Susan Smith Murderer - Research Paper Example Susan Smith was married to a David Smith from March 15th 1991 to May 1995 with whom they bore Michael Daniel (on October 10th 1991) and Alexander Tyler (on August 5th 1993). She killed both of the children on October 25th of 1994 by letting her 1990 Mazda Protà ©gà © roll into the nearby John D. Long Lake, drowning the children inside. At the time of the incident, the first born child Michael Daniel Smith was only 3 years old while his smaller sibling, Alexander Tyler Smith, was only 14 months old (Russell & Stephens, 2000). The case attracted worldwide attention with Susan Smith at first claiming her innocence and stating that a black man had carjacked her and kidnapped her two children, making away with her vehicle in the process. On national television, she cried for the rescue and return of her children but following thorough investigations and nationwide searches, she confessed her crime. Even from the onset of the investigations, law enforcers found her testimonies rather wanting and conflicting and begun strongly suspecting that she knew of her children’s whereabouts. When she and her husband were subjected to a series of polygraph tests, all the results indicated that she was lying about not knowing her children’s whereabouts (Smith & Calef, 1995). But perhaps the biggest breakthrough in the case was when she stated that lights at the intersection where she stopped only turn red when a car approaches on the intersecting road (her purported reason for stopping at the intersection) but since she had earlier claimed that no other cars were on the road at the time, she was deeply conflicting her testimonies. Finally, investigators found the children’s bodies in Lake John after searching surrounding lakes and ponds (Rekers, 1996). The rational choice theory/ choice theory/ rational action theory is a framework for comprehending and modeling social and economic behavior. The rational choice theory, pioneered by George Homas, attaches

7 Coursework Example | Topics and Well Written Essays - 250 words

7 - Coursework Example Why third factor is the one that coke is targeting is because it has already served the first two factors. It fulfils the physiological factor because it is a drink which people can have to quench their thirst. It also fulfils the safety aspect indicating that the customers have trust in the product, believe that it is of best quality and safe for their health. Open happiness. This is one of the latest additions of the coke bubbles campaign which urges customer cognition to relate coke to happiness. Happiness is when you share, be with friends and family and intimacy. (Below) Thanks for the pause that refreshes. This ad gives people a sense of belonging. They love Santa, kids adore him and people like him. He is a symbol of a festive season where families come together and enjoy. This indicates love and be loved which reinforces the third need in Maslow’s theory.(right) This caters to the Esteem need of its consumers. Everyone has the need for respect and self esteem. Its people and portfolio vision connects with the stakeholders as one that gives a sense of contribution, belonging and self